Rapid advancement of information and communication technologies has brought about various changes in education and the structure of colleges and universities. The education system is undergoing dynamic changes. These dynamic changes can be explained from the perspective of theory of disruptive innovation which basically explained that existing organizations were displaced from their industries because of their inertia towards the adoption of new innovation. Recent introduction of massive open online courses (MOOCs) is seen as a strong technological force influencing the education landscape. MOOCs which are operated on a different scale and expectation have triggered existing education providers to evaluate and strategize in order to remain relevant. This study is meant to give readers, especially practitioners in education sector a way of understanding the nature of disruptive innovation and how disruptive innovation is influencing the education landscape
Oer perspectives final published article (distance education special issue)Don Olcott
This article discusses emerging issues related to open educational resources (OER) for universities to consider. Some key issues discussed include: blending OER with university management structures and integrating OER within existing infrastructure; distinguishing between formal and non-formal OER; the need for sustainable OER business models; and expanding awareness, adoption, and use of OER globally. The article suggests that while OER have great potential, there are still challenges to address and no single solution. OER and proprietary content will likely coexist. OER may help empower education and social inclusion worldwide.
This document provides a review of e-learning in higher education. It begins with defining e-learning as the computer and network-enabled transfer of skills and knowledge to learners. It notes that e-learning has become an important part of education at all levels. The document then discusses the evolution of e-learning from using electronic media in traditional classrooms to fully online courses. It highlights that e-learning provides opportunities for continuous, lifelong learning. However, it also notes that e-learning will likely never replace traditional classroom learning entirely. The review explores the objectives, requirements and various definitions of e-learning. Overall, it aims to increase awareness of the importance of e-learning, especially when integrated with traditional methods of learning
Online learning is still in its early stages in Albanian universities. The study examines online learning applications in Albanian universities and finds that while a few state universities mention online learning on their websites, no courses are actually offered online. Only one private university discusses e-education but does not implement any online teaching methods. Overall, Albanian universities lack a culture of and strategy for online learning. While elite international universities have 20% of students taking online courses, online learning in Albanian universities remains at the initial discussion phase without concrete implementation. The study aims to promote online learning and its benefits, such as increased access, flexibility, and cost savings for students and workforce training for businesses.
Between theory and practice the importance of ict in higher educationMaria Loizou
This document discusses the importance of using information and communication technologies (ICT) in higher education. It argues that ICT provides opportunities for motivating learning and collaborative work among students. Specifically, the document shares the authors' experience using new technologies in university teaching activities. The use of ICT is seen as necessary for universities to adapt to the European Higher Education Area. Key points discussed include different paradigms of online teaching and learning, the role of virtual campuses and personal learning environments, and the rise of social networks for collaborative learning.
The majority (71 per cent) of education leaders say technology has helped them to make good decisions. A further 72 per cent, the highest of any sector surveyed, also said that the interaction between professionals and technology will be hugely beneficial for the economy as a whole
Powering E-Learning In the New Millennium: An Overview of E-Learning and Enab...eraser Juan José Calderón
Powering E-Learning In the New Millennium: An Overview of E-Learning and Enabling Technology. Dongsong Zhang & Jay F. Nunamaker .
Abstract.
In today’s new economy characterized by industrial change, globalization, increased intensive competition, knowledge sharing and transfer, and information technology revolution, traditional classroom education or training does not always satisfy all the needs of the new world of lifelong learning. Learning is shifting from instructor-centered to learner-centered, and is undertaken anywhere, from classrooms to homes and offices. E-Learning, referring to learning via the Internet, provides people with a flexible and personalized way to learn. It offers learning-on-demand opportunities and reduces learning cost. This paper describes the demands for e-Learning and related research, and presents a variety of enabling technologies that can facilitate the design and implementation of e-Learning systems. Armed with the advanced information and communication technologies, e-Learning is having a far-reaching impact on learning in the new millennium.
This document summarizes a conference paper on online learning opportunities in higher education. It discusses how internet and networked technologies have expanded delivery modes in education by allowing more flexible online and blended learning approaches. While online learning has grown significantly, issues like student engagement and completion rates require further consideration. Emerging technologies like social media and MOOCs also present opportunities but challenges to ensure high quality education. Overall, online learning will continue growing with universities aiming to better support students and adapt to technological changes.
Professor Alain Senteni is currently the Director of Innovation & Entrepreneurship at Hamdan Bin Mohammed Smart University in Dubai. He previously served as the first Dean of the School of e-Education and was the Director of the Virtual Centre for Innovative Learning Technologies and Chairman of the Lifelong Learning Cluster at the University of Mauritius. Prof Senteni received his engineering degree in computer science and PhD and HDR in artificial intelligence in education from the National Polytechnics Institute in France. His research interests include integrating ICTs in educational systems in developing countries and innovation, creativity, and entrepreneurship.
Oer perspectives final published article (distance education special issue)Don Olcott
This article discusses emerging issues related to open educational resources (OER) for universities to consider. Some key issues discussed include: blending OER with university management structures and integrating OER within existing infrastructure; distinguishing between formal and non-formal OER; the need for sustainable OER business models; and expanding awareness, adoption, and use of OER globally. The article suggests that while OER have great potential, there are still challenges to address and no single solution. OER and proprietary content will likely coexist. OER may help empower education and social inclusion worldwide.
This document provides a review of e-learning in higher education. It begins with defining e-learning as the computer and network-enabled transfer of skills and knowledge to learners. It notes that e-learning has become an important part of education at all levels. The document then discusses the evolution of e-learning from using electronic media in traditional classrooms to fully online courses. It highlights that e-learning provides opportunities for continuous, lifelong learning. However, it also notes that e-learning will likely never replace traditional classroom learning entirely. The review explores the objectives, requirements and various definitions of e-learning. Overall, it aims to increase awareness of the importance of e-learning, especially when integrated with traditional methods of learning
Online learning is still in its early stages in Albanian universities. The study examines online learning applications in Albanian universities and finds that while a few state universities mention online learning on their websites, no courses are actually offered online. Only one private university discusses e-education but does not implement any online teaching methods. Overall, Albanian universities lack a culture of and strategy for online learning. While elite international universities have 20% of students taking online courses, online learning in Albanian universities remains at the initial discussion phase without concrete implementation. The study aims to promote online learning and its benefits, such as increased access, flexibility, and cost savings for students and workforce training for businesses.
Between theory and practice the importance of ict in higher educationMaria Loizou
This document discusses the importance of using information and communication technologies (ICT) in higher education. It argues that ICT provides opportunities for motivating learning and collaborative work among students. Specifically, the document shares the authors' experience using new technologies in university teaching activities. The use of ICT is seen as necessary for universities to adapt to the European Higher Education Area. Key points discussed include different paradigms of online teaching and learning, the role of virtual campuses and personal learning environments, and the rise of social networks for collaborative learning.
The majority (71 per cent) of education leaders say technology has helped them to make good decisions. A further 72 per cent, the highest of any sector surveyed, also said that the interaction between professionals and technology will be hugely beneficial for the economy as a whole
Powering E-Learning In the New Millennium: An Overview of E-Learning and Enab...eraser Juan José Calderón
Powering E-Learning In the New Millennium: An Overview of E-Learning and Enabling Technology. Dongsong Zhang & Jay F. Nunamaker .
Abstract.
In today’s new economy characterized by industrial change, globalization, increased intensive competition, knowledge sharing and transfer, and information technology revolution, traditional classroom education or training does not always satisfy all the needs of the new world of lifelong learning. Learning is shifting from instructor-centered to learner-centered, and is undertaken anywhere, from classrooms to homes and offices. E-Learning, referring to learning via the Internet, provides people with a flexible and personalized way to learn. It offers learning-on-demand opportunities and reduces learning cost. This paper describes the demands for e-Learning and related research, and presents a variety of enabling technologies that can facilitate the design and implementation of e-Learning systems. Armed with the advanced information and communication technologies, e-Learning is having a far-reaching impact on learning in the new millennium.
This document summarizes a conference paper on online learning opportunities in higher education. It discusses how internet and networked technologies have expanded delivery modes in education by allowing more flexible online and blended learning approaches. While online learning has grown significantly, issues like student engagement and completion rates require further consideration. Emerging technologies like social media and MOOCs also present opportunities but challenges to ensure high quality education. Overall, online learning will continue growing with universities aiming to better support students and adapt to technological changes.
Professor Alain Senteni is currently the Director of Innovation & Entrepreneurship at Hamdan Bin Mohammed Smart University in Dubai. He previously served as the first Dean of the School of e-Education and was the Director of the Virtual Centre for Innovative Learning Technologies and Chairman of the Lifelong Learning Cluster at the University of Mauritius. Prof Senteni received his engineering degree in computer science and PhD and HDR in artificial intelligence in education from the National Polytechnics Institute in France. His research interests include integrating ICTs in educational systems in developing countries and innovation, creativity, and entrepreneurship.
Journal of Management Education-2014-CLaiborne-1052562914547964Sarah Claiborne
The document discusses overcoming faculty avoidance of online education. It begins by outlining the rise of online education due to factors like increased computer ownership and internet access. However, some faculty remain resistant to the shift to online learning. The document then makes a case for adopting online education by discussing how technological advances are driving the trend, research supporting online pedagogy, and benefits for students. It proposes using the Transtheoretical Model of Change to transform faculty resistance by moving them through stages from avoidance to support to active participation in online education.
E-Learning in the university: When will it really happen?eLearning Papers
eLearning has enormous potential in education, and there is an urgent need to take stock of the possibilities that it offers. Despite this urgency, research on eLearning is still in a nascent stage and there is a degree of conceptual confusion in the field that is difficult to tolerate.
Authors: Ann-Louise Davidson, David Waddington,
Chapter 7 Technology Enhanced Learning; a new digital divide in The Future of Higher Education: Policy, Pedagogy and the Student Experience (2009) edited by Les Bell, Mike Neary, Howard Stevenson
IRJET - Investigating the Common Factor of Drop Out based on Learner’s Perspe...IRJET Journal
This document investigates the common dropout factors among learners in MOOCs in Malaysia based on learner perspectives and dropout rates. It finds that only 18% of Malaysian MOOC users complete courses and 64% have never taken a MOOC, indicating lack of awareness. Through surveys of University of Malaya students and professionals, it analyzes factors like language, time constraints, financial support and compares dropout factors to other countries. The literature review discusses MOOC background/engagement and studies on dropout rates in various countries from 2013-2019. Common dropout factors found include lack of time, support, digital/learning skills and barriers like education levels, gender, resources. The study aims to identify common dropout factors, dropout rates
Technological, economic, socio-cultural, and political factors are driving the emergence of e-learning. Technological advances like the shift from Web 1.0 to Web 2.0 which allows users to interact and participate online have enabled the growth of e-learning. Economic factors like the lack of workforce are increasing demand for online learning opportunities. Socio-cultural changes mean education needs to prepare students for a more digital world. Political support for developing a "knowledge economy" further pushes the adoption of e-learning.
E learning-opportunities-&-prospects-in-higherTariq Ghayyur
This document summarizes a research paper about e-learning opportunities and prospects in higher education institutions in Khyber Pakhtunkhwa, Pakistan. It finds that respondents scored lower on available e-learning opportunities due to development, implementation and management problems, but scored higher on prospects of e-learning's future role. Demographic factors like age, gender and computer skills influence attitudes toward e-learning. A survey was conducted in Peshawar and Dera Ismail Khan universities to examine relationships between opportunities, prospects and demographics using stepwise regression analysis. The results identify the most significant demographic predictors of opportunities and prospects.
Toward a New Framework of Recommender Memory Based System for MOOCs IJECEIAES
Moocs is the new wave of remote learning that has revolutionized it since its apparition, offering the possibility to teach a very big group of student, at the same time, in the same course, within all disciplines and without even gathering them in the same geographic location, or at the same time; Allowing the sharing of all type of media and document and providing tools to assessing student performance. To benefit from all this advantages, big universities are investing in Moocs platforms to valorize their approach, which makes MOOC available in a multitude of languages and variety of disciplines. Elite universities have open their doors to student around the world without requesting tuition or claiming a college degree, however even with the major effort reaching to maximize students visits and hooking visitors to the platform, using recommending systems propose content likely to please learners, the dropout rate still very high and the number of users completing a course remains very low compared to those who have quit. In this paper we propose an architecture aiming to maximize users visits by exploiting users big data and combining it with data available from social networks.
National Technology Enhanced Learning (TEL) policy in an age of supercomplexi...Dr Morag Munro
An age of supercomplexity calls for curricula and pedagogy for supercomplexity that engage students “as persons, not merely as knowers” and that foster “being for uncertainty” (Barnett 2012: 75). Despite the claimed transformative potential of TEL in this context (Hiltz and Turoff 2005), it would not seem that the prevailing implementations of TEL in HE are cultivating curricula for supercomplexity. The Arts and Humanities are crucial to fostering the critical thought, imagination and interdisciplinary thinking essential to supporting learners to become engaged and responsible citizens in an age of supercomplexity (Nussbaum 2010); yet these areas of study are largely overlooked when it comes to provision of learning via technology. Globally, course provision via TEL is predominantly focused on vocational and ‘economically profitable’ areas of study (Guri-Rosenblit 2009; Selwyn 2011). In Ireland, less than 4% of postgraduate courses classified as being offered ‘online’ are in the Arts and Humanities[1]. Neither do the prevailing implementations of TEL appear to be supporting the development of a pedagogy for supercomplexity. Across the Irish HE sector learning technologies are predominantly utilised for course administration, content dissemination and assessment submission (Cosgrave et al. 2011; NFTLHE 2014). Why has TEL failed so spectacularly in its claimed potential to transform HE? Notwithstanding the complex relationship between policy and practice (Nudzor 2009), national policies play a crucial role in framing how TEL is enacted in HE (De Freitas and Oliver 2005). With this in mind, in this paper I first review the findings of a CDA of thirteen UK TEL policies. The study employed thematic analysis (Braun and Clarke 2006) as a means to identify recurring themes across the corpus; these were then scrutinised via ‘Ideology critique’ (Held 1980) in order to expose myths, contradictions and biases. Since ideologies can be enacted and obscured by language (Henriksen 2011) my analysis also examined the role of visual presentation, lexical choices, and rhetorical techniques in communicating the policies. My findings demonstrate that, overall, the policies were predominantly motivated by neoliberal imperatives aimed at placing HE within the realm of the market and enhancing the UK’s economic competitiveness. Furthermore, the policies persistently reflect a deterministic and uncritical perspective towards technology. When conducting a policy analysis it is essential to consider what has been omitted (Keep 2011); across the texts scant reference is made to the role that TEL might play in relation to the crucial issues facing humanity in an age of supercomplexity. I argue that the UK’s flawed TEL policy narrative has contributed to shaping TEL in the UK into a restricted form that is intensifying the negative impacts of neoliberalism on HE and that is diminishing any potential role that technology might play in fostering curricula and pedagogy for supe
Dr. Chuck Holt and Dr. Amy Burkman, NATIONAL FORUM OF EDUCATIONAL ADMINISTRAT...William Kritsonis
Dr. Chuck Holt and Dr. Amy Burkman, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Knowledge, social media and technologies for a learning societywanzahirah
The document summarizes several papers presented in a special issue of the journal Transactions of the SDPS on the topics of knowledge, social media, and technologies for learning. The papers explore how new technologies and social media are changing learning and discuss approaches like using smartphones and scaffolding tools to enhance the learning process. They also address challenges in recommending learning resources and the role of collective intelligence in driving innovation. The goal of the special issue is to look at the future of education from a transdisciplinary perspective.
This document discusses e-learning in education. It provides background on the history of e-learning, tracing its development from correspondence education in the 19th century to advances enabled by new technologies like the internet in the late 20th century. E-learning is defined as an interactive learning system that utilizes communication and information technologies through integrated digital environments. The document examines how e-learning has revolutionized education by increasing flexibility and access to learning opportunities. It also discusses different types and applications of e-learning systems.
Miriam College in the Philippines uses e-learning in several ways:
1) For college students, it uses platforms like Moodle and Edu2.0 to provide online content and discussion forums to supplement in-person classes.
2) It offers an open learning program for working adults, though enrollment is still low.
3) Through a partnership, it provides an online "Hope Cybrary" to teach children ages 7-12 through virtual tutoring and mentoring.
4) Its Asian University Digital Resource Network preserves and shares local knowledge across Asia through online documentation and training.
Ict competence among academic staff in universitiesTariq Ghayyur
1) The study examined ICT competence and challenges to ICT usage among academic staff in universities in Cross Rivers State, Nigeria. It found that the majority of academic staff funded their own ICT training and rated their competence as low.
2) Most academic staff possessed laptops but accessed the internet mainly at public cyber cafes. Major challenges to ICT usage included inadequate funding for training, lack of ICT facilities, and excessive workload.
3) The study recommends that university management should fund ICT training for academic staff and make such training mandatory to improve ICT competence.
Supportive systems for continuous and online professional developmenteLearning Papers
Authors: Nils Ove Lennart Jobring, Ingemar Svensson.
Due to the development of social media and online environments, the content and form of educational systems change. At the same time, demands on the individual professional to ensure that he or she is continually updated and employable are on the rise. In this article, we develop an alternative to established education and forms of training in the shape of a supportive system.
Assessment of usage of information and communication technology among graduat...Tariq Ghayyur
This study assessed the usage of information and communication technology (ICT) among graduates of Allama Iqbal Open University. 132 graduates participated in the study through a questionnaire. The study found that most graduates had low proficiency in using computer hardware, spreadsheets, presentations software, the internet, e-learning, and blogs. It was also revealed that most graduates faced obstacles in using ICT. The study recommended that educational managers encourage ICT use and facilitate teachers in using computers, the internet, and online resources.
- Multiliteracies refers to making meaning in a globalized, multimodal learning environment, encompassing increased communication channels and cultural diversity. It moves beyond traditional literacy to include visual, audio, and spatial modes of meaning-making.
- Successful application of assistive technology (AT) faces difficulties including selecting an appropriate technology that matches both instructional needs and individual student needs, infrequent use due to lack of training for teachers and students, and potential negative attitudes from both teachers and students regarding AT.
Online educational environments and ICT tools in higher educationBalazs Pankasz
This document summarizes the thesis of Balázs Pankász's doctoral dissertation on online educational environments and ICT tools in higher education. The dissertation examines generational differences in university students' and professors' use of the internet and opinions on digital learning tools. It assesses assumptions that younger generations prefer online and social media-based learning opportunities. Surveys of students and professors at the University of Pécs aimed to understand current practices and identify opportunities to develop online courses and digital competencies in higher education. The dissertation reviews relevant learning theories and defines key concepts to provide context for analyzing the survey results and drawing conclusions about transforming higher education with new technologies.
The way adults pursue their education through life is changing as the technology around us
relentlessly continues to enhance our quality of life and further enhances every aspect of the
different tasks we set out to perform. This exploratory paper looks into how every adult can
embody a comprehensive set of academic services, platforms and systems to assist every
individual in the educational goals that one sets. A combination of three distinct technologies
are presented together with how they not only come together but complement each other around
a person in what is usually referred to as a personal area network. The network in this case
incorporates an intelligent personal learning environment providing personalised content,
intelligent wearables closer to the user to provide additional contextual customisation, and a
surrounding ambient intelligent environment to close a trio of technologies around every
individual. Each of the three research domains will be presented to uncover how each
contributes to the personal network that embodies what one usually expects from an educational
institution. Three distinct prototype systems have been developed, tested and deployed within a
functional system that will be presented in this paper.
Este documento trata sobre el asma. Explica que hay diferentes tipos de asma como el alérgica, no alérgica, ocupacional, estacional e inducida por el ejercicio. También describe los síntomas del asma y incluye una actividad sobre los tipos de asma y el aparato respiratorio.
Este documento describe brevemente la historia y concepto de los monitores, así como sus principales partes, ventajas y desventajas. Explica que los primeros monitores surgieron en 1981 y eran monocromáticos, mientras que en 1987 surgió el estándar VGA. Define al monitor como el dispositivo de salida principal de una computadora para visualizar la información. Finalmente, enumera algunos de los principales fabricantes de monitores a nivel mundial.
Quito, la capital de Ecuador, se encuentra a una altitud promedio de 2850 metros sobre el nivel del mar en las laderas del volcán Pichincha. La ciudad ha pasado por períodos de colonización española e independencia y actualmente está dividida en 32 parroquias. El clima de Quito es subtropical de tierras altas debido a su elevada altitud.
Journal of Management Education-2014-CLaiborne-1052562914547964Sarah Claiborne
The document discusses overcoming faculty avoidance of online education. It begins by outlining the rise of online education due to factors like increased computer ownership and internet access. However, some faculty remain resistant to the shift to online learning. The document then makes a case for adopting online education by discussing how technological advances are driving the trend, research supporting online pedagogy, and benefits for students. It proposes using the Transtheoretical Model of Change to transform faculty resistance by moving them through stages from avoidance to support to active participation in online education.
E-Learning in the university: When will it really happen?eLearning Papers
eLearning has enormous potential in education, and there is an urgent need to take stock of the possibilities that it offers. Despite this urgency, research on eLearning is still in a nascent stage and there is a degree of conceptual confusion in the field that is difficult to tolerate.
Authors: Ann-Louise Davidson, David Waddington,
Chapter 7 Technology Enhanced Learning; a new digital divide in The Future of Higher Education: Policy, Pedagogy and the Student Experience (2009) edited by Les Bell, Mike Neary, Howard Stevenson
IRJET - Investigating the Common Factor of Drop Out based on Learner’s Perspe...IRJET Journal
This document investigates the common dropout factors among learners in MOOCs in Malaysia based on learner perspectives and dropout rates. It finds that only 18% of Malaysian MOOC users complete courses and 64% have never taken a MOOC, indicating lack of awareness. Through surveys of University of Malaya students and professionals, it analyzes factors like language, time constraints, financial support and compares dropout factors to other countries. The literature review discusses MOOC background/engagement and studies on dropout rates in various countries from 2013-2019. Common dropout factors found include lack of time, support, digital/learning skills and barriers like education levels, gender, resources. The study aims to identify common dropout factors, dropout rates
Technological, economic, socio-cultural, and political factors are driving the emergence of e-learning. Technological advances like the shift from Web 1.0 to Web 2.0 which allows users to interact and participate online have enabled the growth of e-learning. Economic factors like the lack of workforce are increasing demand for online learning opportunities. Socio-cultural changes mean education needs to prepare students for a more digital world. Political support for developing a "knowledge economy" further pushes the adoption of e-learning.
E learning-opportunities-&-prospects-in-higherTariq Ghayyur
This document summarizes a research paper about e-learning opportunities and prospects in higher education institutions in Khyber Pakhtunkhwa, Pakistan. It finds that respondents scored lower on available e-learning opportunities due to development, implementation and management problems, but scored higher on prospects of e-learning's future role. Demographic factors like age, gender and computer skills influence attitudes toward e-learning. A survey was conducted in Peshawar and Dera Ismail Khan universities to examine relationships between opportunities, prospects and demographics using stepwise regression analysis. The results identify the most significant demographic predictors of opportunities and prospects.
Toward a New Framework of Recommender Memory Based System for MOOCs IJECEIAES
Moocs is the new wave of remote learning that has revolutionized it since its apparition, offering the possibility to teach a very big group of student, at the same time, in the same course, within all disciplines and without even gathering them in the same geographic location, or at the same time; Allowing the sharing of all type of media and document and providing tools to assessing student performance. To benefit from all this advantages, big universities are investing in Moocs platforms to valorize their approach, which makes MOOC available in a multitude of languages and variety of disciplines. Elite universities have open their doors to student around the world without requesting tuition or claiming a college degree, however even with the major effort reaching to maximize students visits and hooking visitors to the platform, using recommending systems propose content likely to please learners, the dropout rate still very high and the number of users completing a course remains very low compared to those who have quit. In this paper we propose an architecture aiming to maximize users visits by exploiting users big data and combining it with data available from social networks.
National Technology Enhanced Learning (TEL) policy in an age of supercomplexi...Dr Morag Munro
An age of supercomplexity calls for curricula and pedagogy for supercomplexity that engage students “as persons, not merely as knowers” and that foster “being for uncertainty” (Barnett 2012: 75). Despite the claimed transformative potential of TEL in this context (Hiltz and Turoff 2005), it would not seem that the prevailing implementations of TEL in HE are cultivating curricula for supercomplexity. The Arts and Humanities are crucial to fostering the critical thought, imagination and interdisciplinary thinking essential to supporting learners to become engaged and responsible citizens in an age of supercomplexity (Nussbaum 2010); yet these areas of study are largely overlooked when it comes to provision of learning via technology. Globally, course provision via TEL is predominantly focused on vocational and ‘economically profitable’ areas of study (Guri-Rosenblit 2009; Selwyn 2011). In Ireland, less than 4% of postgraduate courses classified as being offered ‘online’ are in the Arts and Humanities[1]. Neither do the prevailing implementations of TEL appear to be supporting the development of a pedagogy for supercomplexity. Across the Irish HE sector learning technologies are predominantly utilised for course administration, content dissemination and assessment submission (Cosgrave et al. 2011; NFTLHE 2014). Why has TEL failed so spectacularly in its claimed potential to transform HE? Notwithstanding the complex relationship between policy and practice (Nudzor 2009), national policies play a crucial role in framing how TEL is enacted in HE (De Freitas and Oliver 2005). With this in mind, in this paper I first review the findings of a CDA of thirteen UK TEL policies. The study employed thematic analysis (Braun and Clarke 2006) as a means to identify recurring themes across the corpus; these were then scrutinised via ‘Ideology critique’ (Held 1980) in order to expose myths, contradictions and biases. Since ideologies can be enacted and obscured by language (Henriksen 2011) my analysis also examined the role of visual presentation, lexical choices, and rhetorical techniques in communicating the policies. My findings demonstrate that, overall, the policies were predominantly motivated by neoliberal imperatives aimed at placing HE within the realm of the market and enhancing the UK’s economic competitiveness. Furthermore, the policies persistently reflect a deterministic and uncritical perspective towards technology. When conducting a policy analysis it is essential to consider what has been omitted (Keep 2011); across the texts scant reference is made to the role that TEL might play in relation to the crucial issues facing humanity in an age of supercomplexity. I argue that the UK’s flawed TEL policy narrative has contributed to shaping TEL in the UK into a restricted form that is intensifying the negative impacts of neoliberalism on HE and that is diminishing any potential role that technology might play in fostering curricula and pedagogy for supe
Dr. Chuck Holt and Dr. Amy Burkman, NATIONAL FORUM OF EDUCATIONAL ADMINISTRAT...William Kritsonis
Dr. Chuck Holt and Dr. Amy Burkman, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Knowledge, social media and technologies for a learning societywanzahirah
The document summarizes several papers presented in a special issue of the journal Transactions of the SDPS on the topics of knowledge, social media, and technologies for learning. The papers explore how new technologies and social media are changing learning and discuss approaches like using smartphones and scaffolding tools to enhance the learning process. They also address challenges in recommending learning resources and the role of collective intelligence in driving innovation. The goal of the special issue is to look at the future of education from a transdisciplinary perspective.
This document discusses e-learning in education. It provides background on the history of e-learning, tracing its development from correspondence education in the 19th century to advances enabled by new technologies like the internet in the late 20th century. E-learning is defined as an interactive learning system that utilizes communication and information technologies through integrated digital environments. The document examines how e-learning has revolutionized education by increasing flexibility and access to learning opportunities. It also discusses different types and applications of e-learning systems.
Miriam College in the Philippines uses e-learning in several ways:
1) For college students, it uses platforms like Moodle and Edu2.0 to provide online content and discussion forums to supplement in-person classes.
2) It offers an open learning program for working adults, though enrollment is still low.
3) Through a partnership, it provides an online "Hope Cybrary" to teach children ages 7-12 through virtual tutoring and mentoring.
4) Its Asian University Digital Resource Network preserves and shares local knowledge across Asia through online documentation and training.
Ict competence among academic staff in universitiesTariq Ghayyur
1) The study examined ICT competence and challenges to ICT usage among academic staff in universities in Cross Rivers State, Nigeria. It found that the majority of academic staff funded their own ICT training and rated their competence as low.
2) Most academic staff possessed laptops but accessed the internet mainly at public cyber cafes. Major challenges to ICT usage included inadequate funding for training, lack of ICT facilities, and excessive workload.
3) The study recommends that university management should fund ICT training for academic staff and make such training mandatory to improve ICT competence.
Supportive systems for continuous and online professional developmenteLearning Papers
Authors: Nils Ove Lennart Jobring, Ingemar Svensson.
Due to the development of social media and online environments, the content and form of educational systems change. At the same time, demands on the individual professional to ensure that he or she is continually updated and employable are on the rise. In this article, we develop an alternative to established education and forms of training in the shape of a supportive system.
Assessment of usage of information and communication technology among graduat...Tariq Ghayyur
This study assessed the usage of information and communication technology (ICT) among graduates of Allama Iqbal Open University. 132 graduates participated in the study through a questionnaire. The study found that most graduates had low proficiency in using computer hardware, spreadsheets, presentations software, the internet, e-learning, and blogs. It was also revealed that most graduates faced obstacles in using ICT. The study recommended that educational managers encourage ICT use and facilitate teachers in using computers, the internet, and online resources.
- Multiliteracies refers to making meaning in a globalized, multimodal learning environment, encompassing increased communication channels and cultural diversity. It moves beyond traditional literacy to include visual, audio, and spatial modes of meaning-making.
- Successful application of assistive technology (AT) faces difficulties including selecting an appropriate technology that matches both instructional needs and individual student needs, infrequent use due to lack of training for teachers and students, and potential negative attitudes from both teachers and students regarding AT.
Online educational environments and ICT tools in higher educationBalazs Pankasz
This document summarizes the thesis of Balázs Pankász's doctoral dissertation on online educational environments and ICT tools in higher education. The dissertation examines generational differences in university students' and professors' use of the internet and opinions on digital learning tools. It assesses assumptions that younger generations prefer online and social media-based learning opportunities. Surveys of students and professors at the University of Pécs aimed to understand current practices and identify opportunities to develop online courses and digital competencies in higher education. The dissertation reviews relevant learning theories and defines key concepts to provide context for analyzing the survey results and drawing conclusions about transforming higher education with new technologies.
The way adults pursue their education through life is changing as the technology around us
relentlessly continues to enhance our quality of life and further enhances every aspect of the
different tasks we set out to perform. This exploratory paper looks into how every adult can
embody a comprehensive set of academic services, platforms and systems to assist every
individual in the educational goals that one sets. A combination of three distinct technologies
are presented together with how they not only come together but complement each other around
a person in what is usually referred to as a personal area network. The network in this case
incorporates an intelligent personal learning environment providing personalised content,
intelligent wearables closer to the user to provide additional contextual customisation, and a
surrounding ambient intelligent environment to close a trio of technologies around every
individual. Each of the three research domains will be presented to uncover how each
contributes to the personal network that embodies what one usually expects from an educational
institution. Three distinct prototype systems have been developed, tested and deployed within a
functional system that will be presented in this paper.
Este documento trata sobre el asma. Explica que hay diferentes tipos de asma como el alérgica, no alérgica, ocupacional, estacional e inducida por el ejercicio. También describe los síntomas del asma y incluye una actividad sobre los tipos de asma y el aparato respiratorio.
Este documento describe brevemente la historia y concepto de los monitores, así como sus principales partes, ventajas y desventajas. Explica que los primeros monitores surgieron en 1981 y eran monocromáticos, mientras que en 1987 surgió el estándar VGA. Define al monitor como el dispositivo de salida principal de una computadora para visualizar la información. Finalmente, enumera algunos de los principales fabricantes de monitores a nivel mundial.
Quito, la capital de Ecuador, se encuentra a una altitud promedio de 2850 metros sobre el nivel del mar en las laderas del volcán Pichincha. La ciudad ha pasado por períodos de colonización española e independencia y actualmente está dividida en 32 parroquias. El clima de Quito es subtropical de tierras altas debido a su elevada altitud.
Evaluation Study of National Examination and Student New Admission in Efforts...inventionjournals
This study aims to determine: the implementation of the new admissions system at schools in the city of Medan, to determine the level of preparedness of students in national exams and examine the relationship of learning achievement in Junior High School (SMP/MTsN) with student achievement in Senior High School (SMA/MA). The research data collected by the survey directly to schools selected as sample through observation, documentation and depth interview. Collecting data using a set of questionnaire. Research data analysis using SPSS. The results of this study are: new admissions system at the level of SMA/MAin the city of Medan done through the national exam results and a test track. Readiness of students in national exams conducted by the students tend to choose a tutoring to prepare for the National Exam. Apart from that, tutoring is also the place for high school students to learn in preparation for the National Examination, and there is a strong relationship between the results of national examinations in SMP/MTs with academic achievement in SMA/ MA. This indicates that the national exam results can be an indicator for the success of students in further education.
In this paper we discussed about the pseudo integral for a measurable function based on a strict pseudo addition and pseudo multiplication. Further more we got several important properties of the pseudo integral of a measurable function based on a strict pseudo addition decomposable measure.
Present Situation of Women Empowerment in Bangladeshinventionjournals
The total development of Bangladesh will undoubtedly be hampered if the empowerment status of women, constituting about fifty percent of the country’s population will not be increased or remains as low as it nowadays. In this study an attempt has been made to analyze and determine the nature and extent of women’s empowerment and factors influencing it in Bangladesh using the data of Bangladesh Demographic and Health Survey (BDHS) 2007. The findings reveal that the overall mean values of Economic Decision Making Index (EDMI) are 0.661, 0.697, and 0.669 and the overall mean values of Household Decision Making Index (HDMI) are 0.604, 0.646, and 0.613 for rural, urban and combined group respectively. It is observed that lowest age group has lowest mean values of EDMI and HDMI for all three (rural, urban and combined) groups. The mean EDMI is the highest when respondents age at marriage is <14 for both rural and urban areas and for combined groups. It is found that household head has negative significant effect on both EDMI and HDMI. Women living in urban area, involved with income generating activities are more empowered than their counterpart. The mean value of EDMI is larger than that of HDMI which indicates that women are less empowered in household decision making purpose than economic decision making. Between the two dimensions of empowerment, obviously urban women are relatively more empowered than that of rural women.
Este documento presenta los objetivos y una breve descripción de la Internet. Los objetivos son conocer los usos, ventajas y desventajas de la Internet, así como sus aplicaciones. Luego resume que la Internet es una red mundial de redes que conecta todo tipo de dispositivos a través de un protocolo de comunicación común y un medio físico de transporte. Finalmente, concluye que la Internet es un conjunto descentralizado de redes interconectadas que funcionan como una red lógica única a nivel mundial utilizando protocolos TCP/IP.
Este documento describe dos tipos de daños que puede sufrir un disco duro: daños lógicos y daños de software. Los daños lógicos ocurren cuando el disco duro hace ruidos extraños o no gira y requieren ser reparados por una empresa especializada. Los daños de software ocurren cuando el disco duro gira correctamente pero no es reconocido por el sistema operativo, y pueden ser causados por problemas con los controladores, particiones dañadas o configuraciones erróneas del sistema. El documento explica cómo identificar cada tipo de daño y
A music video serves to promote the artist by showing their personality visually without words. It also aims to entertain viewers, symbolize ideas, and evoke emotions through representation. Music videos provide artists a chance at individuality to connect with audiences.
MHD Mixed Convection Flow of casson Nanofluid over a NonLinear Permeable Stre...inventionjournals
The document summarizes a numerical study on mixed convection flow of a Casson nanofluid over a non-linear permeable stretching sheet. The governing equations are transformed using similarity variables and solved using a MATLAB solver. Results show that increasing the Brownian motion and thermophoresis parameters decreases the local Nusselt number but increases the local Sherwood number. Increasing the heat generation or absorption parameter increases or decreases the surface temperature respectively. Comparison to previous studies shows excellent agreement. The study analyzed effects of various physical parameters on velocity, temperature, skin friction, and heat and mass transfer rates.
Comparative macroscopic study between Oil extracted Annona seed AlGaInP Laser...inventionjournals
This study compared the effects of therapeutic ultrasound, oil extracted from Annona seeds, and an AlGaInP laser on accelerating skin wound healing in mice. 32 mice were divided into 4 groups: a control group and groups receiving one of the 3 treatments. Skin wounds were induced and treatments were applied daily for 7 or 14 days. At 7 and 14 days, wound areas were measured and regression percentages calculated. All treatment groups showed significantly greater wound regression than the control group after 14 days. The laser group showed the most significant effect. The study concluded that all 3 treatments effectively accelerated later stage wound healing compared to no treatment.
Este documento describe los diversos tipos de redes según su alcance, tipo de conexión, direccionalidad de los datos, relación funcional, tecnología y topología. Explica redes como las de área personal, local, de campus, de almacenamiento y amplia, según su alcance, e identifica medios guiados y no guiados para la conexión. Además, distingue entre redes punto a punto, broadcast, peer-to-peer y cliente-servidor según su relación funcional y direccionalidad de los datos.
The Paradigm Shift of Managing Hilly Terrains Developments in Malaysia inventionjournals
This document summarizes a study on managing developments in hilly terrains in Malaysia. It discusses the issues of river pollution and slope failures caused by development in these areas. The study examines how involvement from various stakeholders like the public, private sector, and NGOs can help address these environmental problems through aspects like inspiration, moral values, volunteerism, cooperation, and advice. It proposes a conceptual framework relating these constructs of involvement to the management elements of planning, enforcement, and monitoring for sustainable development in hilly terrains. The document concludes that cooperation between stakeholders needs to improve to effectively manage the environment while allowing for development.
Note on Sidharth's Unification of Electromagnetism and Gravitationinventionjournals
In this note, it is shown that the Sidharth's Unification of Electromagnetism and Gravitation is close to the Einstein Tetrad Field and far of Einstein–Cartan–Evans theory. Mathematically in the sector Gravitation-Electromagnetism, Sidharth approach through non commutativity, where there is a minimum space time length, allows to link the vector magnetic potential with quantum mechanics and unify electromagnetism and gravitation under self dual configuration of electromagnetic fields.
Cleft lip and palate - The culprit gene- Identified yet? : A reviewinventionjournals
This document reviews the current understanding of genes implicated in causing cleft lip and palate (CL/P), a common birth defect. Several genes have been identified as potentially playing a role through various pathways, including homeobox gene MSX1, transforming growth factor beta (TGF-β), BMP signaling, FGF signaling, methylene tetrahydrofolate reductase (MTHFR), retinoic acid receptor alpha (RARA), interferon regulatory factor 6 (IRF6), TBX22, Jagged-2 precursor (JAG2), BCL3, forkhead box E1 (FOXE1), and endothelin-1 (EDN1). However, results from genetic studies have often
Telnet es un protocolo de red que permite acceder remotamente a otra máquina como si estuviéramos sentados frente a ella, funciona cuando la máquina remota tiene un programa que reciba las conexiones Telnet y sólo permite el acceso en modo terminal sin gráficos, aunque fue útil para arreglar fallos a distancia. Hoy en día también se usa para acceder a BBS que inicialmente requerían módem y línea telefónica.
Common Fixed Point Theorem in Menger Space through weak Compatibilityinventionjournals
In the present paper, a common fixed point theorem for five self mappings has been proved under more general -norm ( -type norm) in Menger space through weak compatibility. A corollary is also derived from the obtained result. The theorem is supported by providing a suitable example.
La pulsera Cicret proyecta una imagen sobre el brazo que emula la pantalla de un smartphone o tablet, permitiendo realizar las mismas funciones que estos dispositivos a través de sensores y conectividad wifi y bluetooth. Dispone de un picoproyector, memoria, procesador y batería propia, y estará disponible en dos variantes de almacenamiento y 10 colores diferentes.
Research on Transformer Core Vibration under DC Bias Based on Multi-field Cou...inventionjournals
The Mathematical models for DC bias vibration analysis of the transformer core are developed in this paper. The model is combined into multi-physical field coupling modeling for vibration analysis of the transformer. By applying the primary voltage as excitation and under different DC bias, vibrations of the transformer core is simulated and analyzed.
Effects of Citalopram in Cognition and Memory in Experimental Animalsinventionjournals
Citalopram is an SSRI which enhances serotonin reuptake, a neurotransmitter involved closely in cognition and memory. With ever increasing cases of dementia and Alzeihmer’s disease and lack of definitive treatment, research into other treatment options are necessary. This study aims to evaluate the cognition and memory enhancing effects of citalopram in experimental animals
This document discusses new technology-leveraged models of education including MOOCs (Massive Open Online Courses), edupunks, and virtual badges. It begins by directing the reader to watch videos explaining these concepts and consider how they may impact higher education. It then provides information on MOOCs, including their history, potential benefits and limitations. It discusses business models that institutions may use with MOOCs. It also covers edupunks and do-it-yourself credentials as well as virtual badges and how they represent skills. Finally, it proposes a structure for an institution to apply these new learning models by focusing on access, quality, innovation, and completion.
1. The document discusses how MOOCs (Massive Open Online Courses) could disrupt higher education through innovative business models and flexible learning approaches.
2. It analyzes MOOCs using the theory of disruptive innovation, finding that MOOCs initially target non-consumers of higher education but may eventually compete with traditional universities by improving performance over time.
3. While MOOCs have potential to disrupt higher education, the education sector is complex with many players and regulations, so the impacts are difficult to predict and universities may not be displaced in the same way as other disrupted industries.
Massive Open Online Courses (MOOCs) are a hot spot for international education at the moment, getting quite a lot of attention – in some cases even nervous attention – from a variety of stakeholders. Where did they come from and what exactly is all the fuss about? This is an extract from the 2013 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE
CEMCA EdTech Notes: Massive Open Online CoursesCEMCA
The document discusses Massive Open Online Courses (MOOCs). It defines MOOCs and explains their origins in the Open Educational Resources movement. There are two main types of MOOCs - cMOOCs which follow a connectivist pedagogy and xMOOCs which follow an instructivist model. xMOOCs are more common and make up the majority of current MOOCs. The document also summarizes research on how learners experience MOOCs and how they learn in open online environments through connecting to knowledge resources, other learners, and contributing new knowledge.
This document discusses MOOCs and online learning. It begins by describing the origins of cMOOCs in 2008 and their focus on peer-constructed knowledge. It then discusses the hype around MOOCs in 2012 and questions about their business models, assessments, and abilities to recreate the campus experience. The document examines MOOCs through the lenses of disruptive innovation and the Gartner Hype Cycle. It also provides an overview of MOOC platforms and courses. Overall, the summary discusses the history and current state of MOOCs while raising questions about their future impacts and applications.
- The document discusses two types of MOOCs: connectivist MOOCs (c-MOOCs) and other MOOCs (x-MOOCs). C-MOOCs emerged in 2008 based on connectivist pedagogy and focused on networking, knowledge construction, and collaboration. X-MOOCs later emerged from elite universities focusing more on content delivery and assessment. The document provides details on early c-MOOCs and the differences between the two approaches.
The Future of Learning Technology in UK Higher Education
At Microsoft it’s essential that we understand how we can support
innovative individuals, businesses and organisations to shape the future – and there is no more important area for innovation than Higher Education.
Introduction
Learning delivery in Higher Education Institutions (HEIs) is
being reshaped before our eyes, thanks in part to advances
in technology and the new pedagogical theories facilitated by
that technology.
In order to understand more about the ever-evolving
relationship between technology and learning, we spent time
speaking with six of the UK’s leading learning technologists
working within HEIs.
In a series of interviews exploring current practice, changing
needs and key trends, we were able to establish how digital
devices are being used in universities and how cutting-edge
technology can continue to compliment a sector experiencing
fresh emphasis on collaboration, creation and innovation.
This document discusses Massive Open Online Courses (MOOCs). It begins by defining MOOCs and noting their key features, such as being open to unlimited participants, having no formal entry requirements, and offering no credits. The brief history of MOOCs is then summarized, highlighting the first MOOC in 2008. The document then covers how MOOCs work, their advantages like expanded access, and their disadvantages like lack of interaction. Different types of MOOCs are listed. In closing, the document discusses topics the author would pursue in future MOOCs, like mathematics, to enhance students' skills and understanding.
The workshop explored the status of open education in general and MOOCs in particular in Pakistan. In 2011, the modern MOOC movement started, when the first standard MOOC was launched. In few years, MOOCs have received immense coverage in academia, industry, and media. Students can learn any imaginable subject from the world’s top professors and industry experts.
Bridging the Gap: The Power of Open Educational Resources and MOOCs to Levera...Don Olcott
ICODL Keynote - Looking at complexities of OERs - MOOCs and online learning as sources of disruptive innovations. Asks the critical question - Are MOOCs really a disruptive innovation with potential to shift existing educational markets OR is online learning the true disruptive innovation that will disrupt existing and future educational markets.
Moocs Impact in Higher Education Institution: A Pilot Study In Indian ContextIJERA Editor
This document discusses a study on the impact of MOOCs (Massive Open Online Courses) in Indian higher education. It begins by providing background on the development of MOOCs and their potential benefits, including increasing access to education. It then discusses the goals of institutions that offer MOOCs, such as increasing their reach and brand, lowering costs, and conducting research. The document also analyzes data on current MOOC users, finding they are often already educated and wealthy. It concludes by discussing how MOOCs could help address faculty shortages and improve education quality in India by providing online courses.
LearnIT: Technology Trends in Education (5/14/13)Kristen T
See Wiki with resources:
http://techtrendsineducation.wikispaces.com/home
Slides used during talk given at Fordham University:
In a world where technology is changing faster than ever it's important not to just keep up with what's currently available, but to be thinking ahead. The New Media Consortium just released their 2013 Horizon Project Short List report that includes 12 coming technology trends in higher education. During the LearnIT, we discussed 6 of the top trends (additional slides to follow).
OER: Disruptive Innovative Solution to the Challenges of EducationRamesh C. Sharma
The education sector globally is facing a lot of challenges: the challenge of numbers, of relevance, of quality, of access, of costs and of speed. The solution to these multiple challenges probably lies in a number of disruptive innovative solutions. These include inculcating self-learning (building on meta-cognition), measuring learning, collaborative and co-operative learning, personalisation of learning and learning analytics. However, in addition to new systems or technologies, we need a fundamental change of perspective. A very promising technological and pedagogical model that has received a lot of attention during the last few years and adoption by Stanford, Harvard, Duke and almost 100 of the world's top ranking Universities to teach millions of learners is that of the MOOC.
The Open Educational Resources have become an important part of educational delivery. The establishment of OER University is a milestone in that direction. There are hundreds of OER repositories to allow teachers and students to use, and adopt content. Keeping in view the significance of OERs, we organized The OER MOOC with the purpose to enhance knowledge about OERs and to equip for effective use and adopt OERs in ones programs as well as to be able to create your own OERs and contribute to the pool of OER resources. We further wanted to explore the potential of MOOCs to create a model of simultaneously teaching on-site and off-site learners, using synchronous and a-synchronous teacher learner interactions to deliver high quality learning to large numbers, maybe evolve a model for a classroom of 10,000 learners. In this study, we shall elaborate on our methodology, outcomes and the impact factors The OER MOOC had on the learners.
This document discusses student retention in Massive Open Online Courses (MOOCs). It begins by providing background on the rapid growth of MOOCs and their extremely high dropout rates. The document then outlines a study that uses text mining, opinion mining, and machine learning techniques to build explanatory and predictive models of the factors that influence student retention in MOOCs. These factors include characteristics of students, courses, platforms, and universities. The study aims to identify the most important determinants of retention and provide insights to improve MOOC and online education design.
This document discusses issues and challenges related to e-learning. It begins with definitions of distance education and e-learning, noting that e-learning can be considered the latest form of distance learning enabled by technologies like the internet and world wide web. The document then outlines several technological and research challenges for e-learning, including developing new forms of interactive learning and knowledge facilities. It analyzes some recommendations, such as using artificial intelligence and semantic web technologies to create more intelligent and personalized e-learning systems. Finally, it discusses the growing market for e-learning and predicts continued expansion in the future.
This document discusses different types of MOOCs. It defines a MOOC as a massive, open, online course. It describes cMOOCs as connectivist courses focused on knowledge generation through connections between participants using multiple technologies. sMOOCs like Coursera focus on transmission of information using an LMS platform. xMOOCs like edX aim to improve online and on-campus learning through educational research while exploring new technologies and content. The document also discusses reasons for offering MOOCs and the history of MOOC development.
Similar to Disruptive Innovation in Education: Open Learning, Online Learning, MOOCs and What Next? (20)
Applications of artificial Intelligence in Mechanical Engineering.pdfAtif Razi
Historically, mechanical engineering has relied heavily on human expertise and empirical methods to solve complex problems. With the introduction of computer-aided design (CAD) and finite element analysis (FEA), the field took its first steps towards digitization. These tools allowed engineers to simulate and analyze mechanical systems with greater accuracy and efficiency. However, the sheer volume of data generated by modern engineering systems and the increasing complexity of these systems have necessitated more advanced analytical tools, paving the way for AI.
AI offers the capability to process vast amounts of data, identify patterns, and make predictions with a level of speed and accuracy unattainable by traditional methods. This has profound implications for mechanical engineering, enabling more efficient design processes, predictive maintenance strategies, and optimized manufacturing operations. AI-driven tools can learn from historical data, adapt to new information, and continuously improve their performance, making them invaluable in tackling the multifaceted challenges of modern mechanical engineering.
Introduction- e - waste – definition - sources of e-waste– hazardous substances in e-waste - effects of e-waste on environment and human health- need for e-waste management– e-waste handling rules - waste minimization techniques for managing e-waste – recycling of e-waste - disposal treatment methods of e- waste – mechanism of extraction of precious metal from leaching solution-global Scenario of E-waste – E-waste in India- case studies.
Null Bangalore | Pentesters Approach to AWS IAMDivyanshu
#Abstract:
- Learn more about the real-world methods for auditing AWS IAM (Identity and Access Management) as a pentester. So let us proceed with a brief discussion of IAM as well as some typical misconfigurations and their potential exploits in order to reinforce the understanding of IAM security best practices.
- Gain actionable insights into AWS IAM policies and roles, using hands on approach.
#Prerequisites:
- Basic understanding of AWS services and architecture
- Familiarity with cloud security concepts
- Experience using the AWS Management Console or AWS CLI.
- For hands on lab create account on [killercoda.com](https://killercoda.com/cloudsecurity-scenario/)
# Scenario Covered:
- Basics of IAM in AWS
- Implementing IAM Policies with Least Privilege to Manage S3 Bucket
- Objective: Create an S3 bucket with least privilege IAM policy and validate access.
- Steps:
- Create S3 bucket.
- Attach least privilege policy to IAM user.
- Validate access.
- Exploiting IAM PassRole Misconfiguration
-Allows a user to pass a specific IAM role to an AWS service (ec2), typically used for service access delegation. Then exploit PassRole Misconfiguration granting unauthorized access to sensitive resources.
- Objective: Demonstrate how a PassRole misconfiguration can grant unauthorized access.
- Steps:
- Allow user to pass IAM role to EC2.
- Exploit misconfiguration for unauthorized access.
- Access sensitive resources.
- Exploiting IAM AssumeRole Misconfiguration with Overly Permissive Role
- An overly permissive IAM role configuration can lead to privilege escalation by creating a role with administrative privileges and allow a user to assume this role.
- Objective: Show how overly permissive IAM roles can lead to privilege escalation.
- Steps:
- Create role with administrative privileges.
- Allow user to assume the role.
- Perform administrative actions.
- Differentiation between PassRole vs AssumeRole
Try at [killercoda.com](https://killercoda.com/cloudsecurity-scenario/)
Advanced control scheme of doubly fed induction generator for wind turbine us...IJECEIAES
This paper describes a speed control device for generating electrical energy on an electricity network based on the doubly fed induction generator (DFIG) used for wind power conversion systems. At first, a double-fed induction generator model was constructed. A control law is formulated to govern the flow of energy between the stator of a DFIG and the energy network using three types of controllers: proportional integral (PI), sliding mode controller (SMC) and second order sliding mode controller (SOSMC). Their different results in terms of power reference tracking, reaction to unexpected speed fluctuations, sensitivity to perturbations, and resilience against machine parameter alterations are compared. MATLAB/Simulink was used to conduct the simulations for the preceding study. Multiple simulations have shown very satisfying results, and the investigations demonstrate the efficacy and power-enhancing capabilities of the suggested control system.
artificial intelligence and data science contents.pptxGauravCar
What is artificial intelligence? Artificial intelligence is the ability of a computer or computer-controlled robot to perform tasks that are commonly associated with the intellectual processes characteristic of humans, such as the ability to reason.
› ...
Artificial intelligence (AI) | Definitio
Batteries -Introduction – Types of Batteries – discharging and charging of battery - characteristics of battery –battery rating- various tests on battery- – Primary battery: silver button cell- Secondary battery :Ni-Cd battery-modern battery: lithium ion battery-maintenance of batteries-choices of batteries for electric vehicle applications.
Fuel Cells: Introduction- importance and classification of fuel cells - description, principle, components, applications of fuel cells: H2-O2 fuel cell, alkaline fuel cell, molten carbonate fuel cell and direct methanol fuel cells.
Comparative analysis between traditional aquaponics and reconstructed aquapon...bijceesjournal
The aquaponic system of planting is a method that does not require soil usage. It is a method that only needs water, fish, lava rocks (a substitute for soil), and plants. Aquaponic systems are sustainable and environmentally friendly. Its use not only helps to plant in small spaces but also helps reduce artificial chemical use and minimizes excess water use, as aquaponics consumes 90% less water than soil-based gardening. The study applied a descriptive and experimental design to assess and compare conventional and reconstructed aquaponic methods for reproducing tomatoes. The researchers created an observation checklist to determine the significant factors of the study. The study aims to determine the significant difference between traditional aquaponics and reconstructed aquaponics systems propagating tomatoes in terms of height, weight, girth, and number of fruits. The reconstructed aquaponics system’s higher growth yield results in a much more nourished crop than the traditional aquaponics system. It is superior in its number of fruits, height, weight, and girth measurement. Moreover, the reconstructed aquaponics system is proven to eliminate all the hindrances present in the traditional aquaponics system, which are overcrowding of fish, algae growth, pest problems, contaminated water, and dead fish.
Disruptive Innovation in Education: Open Learning, Online Learning, MOOCs and What Next?
1. International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org ||Volume 5 Issue 10||October. 2016 || PP.49-53
www.ijhssi.org 49 | Page
Disruptive Innovation in Education: Open Learning, Online
Learning, MOOCs and What Next?
Mohd Faiz Hilmi
School of Distance Education, Universiti Sains Malaysia, Malaysia
ABSTRACT : Rapid advancement of information and communication technologies has brought about various
changes in education and the structure of colleges and universities. The education system is undergoing
dynamic changes. These dynamic changes can be explained from the perspective of theory of disruptive
innovation which basically explained that existing organizations were displaced from their industries because of
their inertia towards the adoption of new innovation. Recent introduction of massive open online courses
(MOOCs) is seen as a strong technological force influencing the education landscape. MOOCs which are
operated on a different scale and expectation have triggered existing education providers to evaluate and
strategize in order to remain relevant. This study is meant to give readers, especially practitioners in education
sector a way of understanding the nature of disruptive innovation and how disruptive innovation is influencing
the education landscape.
Keywords: Distance education, MOOCs, disruptive innovation, Malaysia
I. INTRODUCTION
Researchers have been interested in investigating on how to improve students‟ learning process.
Studies range from the fields of sociology and public policy. They (Lagace, 2008). Recently, a new approach
has emerged when Harvard Business School professor, Clayton M. Christensen introduced the theory of
disruptive innovation.
Currently, higher education is fundamentally being disrupted by various new tools and online
environment. Rapid advancement of information and communication technologies has brought about various
changes in education and the structure of colleges and universities. Colleges and universities are "...moving up
the quality chain and losing touch with the mainstream..." (Christensen, 2008, p. 43). Colleges and universities
are undergoing a sort of “disruptive innovation and catalytic change” (Christensen, 2008, p. 43). It has been
noted that "The theory of disruptive innovation has significant explanatory power in thinking through the
challenges and changes confronting higher education" (Christensen, Horn, Caldera, & Soares, 2011, p. 2). It is
predicted that by 2019, 50% of "high school classes will be taught over the Internet" (Trotter, 2008, p. 1).
Therefore the purposes of this study are (1) to provide a review of the theory of disruptive innovation,
and (2) to examine the implications of disruptive innovation on the Malaysian distance education
scene.introduction of the paper should explain the nature of the problem, previous work, purpose, and the
contribution of the paper. The contents of each section may be provided to understand easily about the paper.
Distance Education - Definition And Theoretical Perspectives
Distance education refers to an education process where the students and the education providers are
separated by time and distance. Both parties are connected through media interfaces such as printed instructional
modules, recorded lectures and electronics and telecommunications media.
There are several theories and models explaining distance education. Independent learning theory was
introduced by Wedemeyer in 1973 emphasized two concepts of freedom and distance in learning (Wedemeyer,
1973). Holmberg suggested guided didactic conversation technique in distance education teaching and learning
process (B. Holmberg, 1977; Borje Holmberg, 1983). Moore differentiates distance education and conventional
education in his transactional distance theory (Moore, 1972). In the Iowa model of distance education,
Simonson and Schlosser emphasized the use of technology that provides a two-way interactive audio and video
communication (Moore, 1972).
Universities are now faced with government funding cuts driving the higher education sector to seek
innovative ways of managing costs and adding value to education offerings which has traditionally been
administered through entry scores dictating the selection process for accepting prospective students into
business courses. Current technologies such as the internet have allowed greater access to attending university
through online education and increasing student enrollments.
2. Disruptive Innovation in Education: Open Learning, Online Learning, MOOCs and What Next?
www.ijhssi.org 50 | Page
Disruptive innovation - a brief introduction
Theory of disruptive innovation explained that existing organizations were displaced from their
industries because of their inertia towards the adoption of new innovation (Christensen, 1997). The term
disruptive innovation was extended from the term 'disruptive technology' which was first introduced by Bower
and Christensen in 1995 (Bower & Christensen, 1995). Disruptive technology is defined as "...simple,
convenient-to-use innovations that initially are used only by unsophisticated customers at the low end of
markets..." (Christensen & Armstrong, 1998, p. 1). Another definition of disruptive innovation is "...an
innovation that makes a complicated and expensive product simpler and cheaper and thereby attracts a new set
of customers." (Christensen, 2008, p. 43). Disruptive innovation also "... attack an existing business, and offer
great opportunities for new profit growth." (Assink, 2006, p. 217). Disruptive innovation is also defined as
something that changes social practices, the way we live, work and learns.
There are two key elements of disruptive innovation which are important to the education sector. The
elements are (1) technology enabler, and (2) business model innovation (Christensen et al., 2011). Online
learning constitutes is considered as a technology driver that is capable of disruptively change the business
model of universities.
II. MOOCS - A DISRUPTIVE FORCE?
Technology strongly influences how quickly the education landscape is changing. SDE has been
successful in reinventing itself by riding the wave of new technology. However, the latest trend in distance
education, massive open online courses (MOOCs), might be the disruptive innovation that will jeopardize the
existence of SDE. MOOCs are freely available, encourage peer to peer learning and award certificates.
Furthermore, MOOCs has made possible for anybody from anywhere in the world to learn from the best
professors from top universities.
Massive Open Online Courses (MOOCs)
Recently, massive open online courses (MOOCs) started to gain attraction. However, the concept of
MOOCs is nothing new. Open access online learning was already available years ago, albeit unsuccessfully due
to various weaknesses. MOOCs overcome those weaknesses and repackage previous open access online courses
into free courses which provide certificates upon completion. Recently MOOCs has been hailed as "...the most
important education technology in 2000 years" (Mol & Dam, 2013).
The introduction of „massive open online courses‟ appears to be a major shift in the development and
internationalization of higher education. MOOCs have been introduced with flexibility in mind. Most of all
MOOCs are offered free of charge. Moreover, it is designed to cater for classes with large numbers of
concurrent students. MOOCs encourage collaboration among students. Upon completion, MOOCs award
certificates as compared to conventional academic course credit.
Initially, institutions of higher education provide online delivery of courses which incorporate
automated assessment, peer interaction and forums. MOOCs improved upon the existing offerings of institution
of higher education by shifting the costs from students back to the institutions. MOOCs also shift the costs from
students to employers. In addition to that, MOOCs is also capable of providing job matching services, and
examination services worldwide.
MOOCs become a disruptive force in education with the introduction of an online course in Stanford in
autumn 2011. A free online course on artificial intelligence was offered by Peter Norvig and Sebastian Thrun.
The course attracted more than 160,000 students from all over the world except North Korea. From 160,000
students who enrolled, 23,000 students completed the course (Hyman, 2012).
Since that first offering from Stanford, there has been an additional online learning platform
introduced. These newly introduced platforms reflect the dynamic changes in the education landscape.
However, MOOCs as what is available today is not entirely new. There have been various attempts to introduce
similar platforms in the past. Nevertheless, many of the early online initiatives have not been successful.
Previously, most of higher education institutions were cautious of ruining their brands. Such caution
somehow restricted their implementation of online learning. The scenario has eventually improved with the
inclusion of top institutions of higher education. Universities are queuing up to work collaboratively. For
example, two MOOCs provider, Coursera and edX have been signing up more and more institutions of higher
education. Conversely, Udacity embarked on a different strategy. Udacity who are interested to teach as many
students who would be interested in learning through courses delivered online.
Financially, MOOCs operate differently as compared to existing institutions of higher education.
Institutions of higher education depend on collecting a high fee from a smaller pool of students as compared to
MOOCs which depend on a small amount of fee from a large pool of students. Even though MOOCs is
currently facing a low completion rate, the cost is easily recoverable due to the scale of students‟ enrolment. For
example, if only ten percent of the enrolled students complete a particular course, imposing a $100 completion
3. Disruptive Innovation in Education: Open Learning, Online Learning, MOOCs and What Next?
www.ijhssi.org 51 | Page
certificate fee on a course with 50,000 enrolled students will brings in $500,000. According to Udacity co-
founder and CEO David Stavens, “…overheads on a course with 160,000 students are covered by charging $1
per student…” (Saunila, 2012, p. 8).
Financially, MOOCs operate on a different financial expectation. While the traditional education
institution such as SDE charges expensive fees from a limited pool of students, MOOCs is charging a minimum
fee to hundreds of thousands of students. Table I compares the possible collection of fees between conventional
education institution and MOOCs. Even though conventional institution is shown to collect three times the fees,
they also incur higher cost of maintain buildings and salary of faculties.
Table 1: Comparison of Fees Collection
Institution Number of Student (intake) Fee per Student Fees Collected
Conventional 1000 RM1,500 RM1,500,000
MOOCs 50000* RM100 RM500,000
*Assuming 1 in 10 students complete a course, there will be 5000 students charged with RM100 completion
certificate fee.
According to Professor Clayton Christensen "...universities don‟t consider themselves in competition
with these new entrants, but in the process of retreating from them they risk becoming more and more out of
touch with the mainstream..." (Christensen, 2008, p. 43).
Apart from the benefits, MOOCs is having issues that need to be addressed for it to progress further. The issues
are (Hyman, 2012); (1) business models, (2) students evaluations, and (3) certifications. In addition to that,
cheating, retention rates, completion rates and cost model are list of ongoing issues on MOOCs (Skiba, 2012).
There are also technology-related issues such as obtaining credit for course completion, course customization
for companies, tracking course completion in learning management systems and dealing with resistance toward
using external open-source systems (Mol & Dam, 2013). MOOCs‟ business model is still unclear. As for student
evaluations, technology still needs to catch up with issues such as grading of lab activities, writing essays and
students projects. By completing an online course, what do students get? Most of them will be getting a
certificate. Will that certificate be treated similar as the one obtained by completing course on campus?
III. DISTANCE EDUCATION PIONEER IN MALAYSIA - SCHOOL OF DISTANCE
EDUCATION, UNIVERSITI SAINS MALAYSIA
The School of Distance Education (SDE), Universiti Sains Malaysia (USM) has been providing
distance education programs in Malaysia since 1971 and recently celebrated its forty-year anniversary. In the
last four decades, the distance education program has evolved from just a unit under the School of Humanities,
to becoming a centre administrating programmes offered by other schools in USM and finally developed into a
full-fledged school offering its own undergraduate and postgraduate programmes. Until 2010, 16,321 students
have graduated with their first degree. In addition to that, hundreds have graduated with their Master‟s and
PhD‟s. Being a truly distance education institution, about 6000 of SDE current students are scattered all over
Malaysia. They attend classes from the comfort of their homes or from anywhere in the world where Internet
connection is available. Four decades of educating Malaysians through the distance, SDE has evolved from just
providing notes prepared by lecturers (1971), transmission of recorded lectures through the radio wave (1979),
distributing pre-recorded audio & video cassettes (1983), live audio conference (1988), live audio graphic
(audio and electronic board) conference (1991), live video conference (1993), online learning portal (2003) until
the current live video streaming through the Internet (since 2008).
Several disruptive innovations such as new online institution (Christensen & Eyring, 2011),
modularization of education (Christensen, 2008), commoditization (Christensen, 2008), open learning, online
learning and MOOCs are impacting the School of Distance Education. In addition to disruptive innovations,
changes such as changes in accreditation standards are giving strength to those new innovations.
Recently, the "1 Malaysia Development Board" (1MDB), a government agency, has signed an
agreement with Khan Academy, a non-profit educational website providing free world class education, to
translate educational videos into Bahasa Malaysia (1MDB, 2013; "More online videos in BM," 2013). The
effort by Khan Academy will make free education accessible to more people especially from Malaysia in local
language.
IV. DISCUSSION AND CONCLUSION
There have been changes in the education landscape in Malaysia. These changes have been spark
further with the disruptive nature of distance education delivery methods. This study is meant to give readers
especially practitioner in Malaysian education sector a way of understanding the nature of disruptive innovation
and how disruptive innovation is influencing the education landscape.
4. Disruptive Innovation in Education: Open Learning, Online Learning, MOOCs and What Next?
www.ijhssi.org 52 | Page
Christensen and Armstrong strongly suggested that "... unless leading providers of continuing medical
education at medical schools aggressively begin offering courses that are customized to the need of specific
health care providers, in formats and venues that are conveniently accessible, they will increasingly be displaced
by new providers ..." (Christensen & Armstrong, 1998, p. 69). The same suggestion is very much applicable to
education organization in Malaysia. Malaysian colleges and universities should seriously consider offering
customized courses in formats and venues that are convenient to the respective students.
MOOCs are also undergoing transformation. MOOCs started off as massive open online courses but
are now morphing into massive open offline courses. Why should students be restricted to studying only online,
especially when the technology is capable of delivering the courses offline.
Will MOOCs seriously threaten the existence of online or distance education provider such as SDE or
other existing institutions? MOOCs might not be a serious threat to SDE or any other institutions, especially
institutions with an established brand. Such institutions will continue to be an attractive education provider for
the time being. However, long term strategies must include MOOCs for the institutions to remain relevance in
the future education marketplace.
There are many possibilities for institutions of higher education to incorporate MOOCs into their
existing business model. MOOCs can be utilized to serve disadvantaged groups or high school leavers with
subpar results.
Massive Open Online Courses (MOOCs)
There will always be new disruptive threats emerging. Education institutions need to be aware of any
disruptive threats and must be able to respond to those threats successfully. It is possible to assess those threats
in just three steps (Christensen & Armstrong, 1998). First step is to ask the right questions about the importance
of disruptive approaches to their institution. A second step is to draw a trajectories map as sample depicted in
Figure 1. By looking at the trajectory map, it is possible to judge the quality and content of disruptive programs
in an institution.
Figure 1: Disruptive Approaches Related to School of Distance Education
Third and final step, administrators of the institution need face decide if disruptive technology is
beginning to penetrate the mainstream market, would they be willing to kill their own existing programs with
disruptive programs of our own or should others kill their programs?
Changes are bound to take place. How and when those changes will take place is still unknown. The
best is for the changes to be initiated through internal forces rather than through external pressure from
competitors. As one of the best example, Harvard University, doesn‟t derive its world-leading reputation from
endowment or gifted faculty but through its tradition of change (Christensen & Eyring, 2012). That tradition of
change is what other institution should emulate.
However, changing or transforming an institution is not an easy task. Such process requires high level
of commitment from all individuals within the institution.
As for external stakeholder such as policy makers, several recommendations will ensure education institutions to
remain innovative and competitive. The recommendation are (Christensen et al., 2011):
i. Eliminate barriers blocking disruptive innovations
ii. Remove barriers that judging institution based on seat time, credit hours, student-faculty ratio.
iii. Not focus on degree attainment as the sole measure of success
iv. Fund higher education with the aim of increasing quality and decreasing cost
v. Recognize the continued important of research institutions
Time
Performance
Distance learning
offered by SDE
Open & distance
learning by other
institutions
MOOCs
Disruptive
programs
5. Disruptive Innovation in Education: Open Learning, Online Learning, MOOCs and What Next?
www.ijhssi.org 53 | Page
Technology liberalizes education by providing flexibility and accessibility. Education institution must
embrace changes bring about by technological advancement or risk being eliminated or replace by newer and
nimbler institutions.
So far suggestion and recommendation mentioned above seems to be too theoretical. An additional
action need to be taken is to look for "nonconsumption" or unattractive area to the industry incumbent (Lagace,
2008). Such nonconsumption can be covered by online learning, distance learning and MOOCs. Furthermore,
businesspeople should be utilizing their business acumen and expertise in school improvement programs and
initiatives.
In conclusion, it is important to recognize the nature of disruptive innovation in education. According
to the person who developed the theory of disruptive innovation, professor Clayton Christensen, "...disruption
are now occurring in the world of education..." (Lagace, 2008, p. 1) and "...school as they are now...cannot do
it..' (Trotter, 2008, p. 1). Furthermore, school should "... create the new architecture for the curriculum in a new
space..." so that "...the school can truly transform itself..." (Trotter, 2008, p. 4). Thus, a challenge for educators
and researchers is to always observe and identify innovation or invention that might disrupt the education
landscape.
REFERENCES
[1] M Ozaki, Y. Adachi, Y. Iwahori, and N. Ishii, Application of fuzzy theory to writer recognition of Chinese characters, International
Journal of Modelling and Simulation, 18(2), 1998, 112-116.
[2] M. Lagace. (2008, 29 January 2014). How Disruptive Innovation Changes Education. Available:
http://hbswk.hbs.edu/item/5978.html
[3] C. M. Christensen, "Disruptive Innovation And Catalytic Change In Higher Education," Forum Futures 2008, pp. 43-46, 2008.
[4] C. M. Christensen, M. B. Horn, L. Caldera, and L. Soares, "Disrupting College: How Disruptive Innovation Can Deliver Quality
And Affordability To Postsecondary Education," Innosight Institute, California2011.
[5] A. Trotter. (2008, 5 May 2008) Online Education Cast As „Disruptive Innovation‟. Education Week. Available:
http://www.edweek.org/ew/articles/2008/05/07/36disrupt_ep.h27.html?l...
[6] C. A. Wedemeyer, "Independent Learning and the Distant, Independent Learner," in Proceedings of a Conference on Independent
Learning, J. Ellis, Ed., ed Vancouver: The University of British Columbia, 1973.
[7] B. Holmberg, "Guided didactic conversation in distance education," Distance education: International perspectives. London: Croom
Helm, 1983.
[8] B. Holmberg, Distance Education: A Survey and Bibliography. London: Kogan Page, 1977.
[9] M. G. Moore, "Learner Autonomy: The Second Dimension Of Independent Study," Convergence, vol. 5, pp. 76-88, 1972.
[10] C. M. Christensen, The Innovator's Dilemma. Boston MA: Harvard Business School Press, 1997.
[11] J. L. Bower and C. M. Christensen, "Disruptive Technologies: Catching The Wave," Harvard Business Review, vol. 73, pp. 43-53,
1995.
[12] C. M. Christensen and E. G. Armstrong, "Disruptive Technologies: A Credible Threat To Leading Programs In Continuing Medical
Education?," Journal of Continuing Education in the Health Professions, vol. 18, pp. 69-80, 1998.
[13] M. Assink, "Inhibitors Of Disruptive Innovation Capability: A Conceptual Model," European Journal of Innovation Management,
vol. 9, pp. 215-233, 2006.
[14] C. Mol and N. v. Dam. (2013) Turn Education Into a Lifelong Experience: MOOCs ensure development remains relevant. Chief
Learning Officer. 58.
[15] P. Hyman, "In The Year Of Disruptive Education," Communications of the ACM, vol. 55, p. 20, 2012.
[16] M. Saunila, "A Conceptual Framework For The Measurement Of Innovation Capability And Its Effects," Baltic Journal of
Management, vol. 7, pp. 355-375, 2012.
[17] D. J. Skiba, "Disruption In Higher Education: Massively Open Online Courses (Moocs)," Nursing Education Perspectives, vol. 33,
pp. 416-417, 2012.
[18] C. M. Christensen and H. J. Eyring. (2011, 28 July 2013). How Disruptive Innovation Is Remaking The University. Available:
http://hbswk.hbs.edu/item/6746.html
[19] 1MDB. (2013, 6 January 2014). 1MDB partners Khan Academy to translate educational videos to Bahasa Malaysia. Available:
http://www.1mdb.com.my/danabelia/news-1/1mdb-partners-khan-academy-translate-educational-videos-bahasa-malaysia
[20] "More online videos in BM," in The Star, ed. Kuala Lumpur: Star Publications (M) Bhd, 2013.
[21] C. M. Christensen and H. J. Eyring, "The Innovative University: Changing The DNA Of Higher Education.," in Forum Futures
2012, ed: EDUCAUSE, 2012, pp. 47-53.